3.
DISTRIBUTED SPACESGrowing acceptance that learning occurs in different‘places’Proliferation of approaches emerging including‘ﬂexible’, ‘open’, ‘distance’ and ‘off-campus’ that assistthe ubiquity of learning in a wide range ofcontexts (Lea & Nicholl, 2002).Growing acceptance of life-long and life-widelearning also have a major inﬂuence on distributedlearning spaces. 3

4.
ASSUMPTIONSUniversities value and seek to enhance the skillsessential for lifelong and life wide learning,developing graduates who will continue to developintellectually, professionally and socially beyond thebounds of formal education.Universities believe that programs, services and teachingmethods should be responsive to the diversecultural, social and academic needs ofstudents, enabling them to adapt to the demands ofuniversity education and providing them with thecultural capital for life success. 4

6.
ECOLOGICAL UNIVERSITYGlobal connectedness and dependence on world aroundthemInstead of ‘having an impact’ on the world which can beboth positive and negative ecological universities seeksustainabilityThey are self-sustainable in their multiple levels ofinteractions.They adopt a ‘care for the world’ as opposed to an‘impact on the world’ approach (Barnett, 2011). 6

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SEVEN PRINCIPLES OF LEARNING SPACE DESIGNThe SKG project has established seven principles oflearning space design which support a collaborative andstudent-centred approach to learning:Comfort: a space which creates a physical and mentalsense of ease and well-beingAesthetics: pleasure which includes the recognition ofsymmetry, harmony, simplicity and ﬁtness for purposeFlow: the state of mind felt by the learner when totallyinvolved in the learning experience 14

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ACADEMIC SPACESBarnett (2011) suggests that “today’s university livesamid multiple time-spans, and time-speeds” (p. 74).Constant email...Committee meetings......Historians who focus on the pastResearchers who may focus on the future 47

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ACADEMIC SPACESUniversities may needto be conscious of the24/7 existence oftheir students acrossthe globe, each in theirown unique time-span.Virtual spacesResidential students 48

49.
ACADEMIC SPACESBarnett (2011) suggests that academics may be activein university spaces that may include:Intellectual and discursive space which focuson the contribution to the wider public sphere.Epistemological space which focuses on the“space available for academics to pursue their ownresearch interests” (p. 76). 49

50.
ACADEMIC SPACESPedagogical and curricular space focuseson the spaces available to trial new pedagogicalapproaches and new curricular initiatives.Ontological space which focuses on ‘academicbeing’ which is becoming increasingly multi-facetedbeyond the research, teaching and communitycommitments. In fact “the widening ofuniversities’ ontological spaces may bringboth peril and liberation” (p. 77). 50

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PERSONAL LEARNING SPACESPersonal learning environments (PLE) integrateformal and informal learning spacesCustomised by the individual to suit their needsand allow them to create their own identities.A PLE recognises ongoing learning and the needfor tools to support life-long and life-widelearning. 57

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CONNECTIVISMPLE may also require new ways of learning asknowledge has changed to networks andecologies (Siemens, 2006).The implications of this change is that improved linesof communication need to occur.“Connectivism is the assertion that learning isprimarily a network-forming process” (p. 15). 58

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OUTDOOR LEARNING SPACESThese pathways, thoroughfaresand occasional rest areas aregenerally given a functionalvalue in trafﬁc managementand are more often than notdeveloped as an after thoughtin campus design. As such thethoroughfares and restareas are under valued(or not recognized) asimportant spaces for teachingand learning (Rafferty, 2012). 64

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CONCLUSIONA global revolution is taking place in tertiary education.The traditional concept of the lecture room is beingredeﬁned as digital and distance educationbecomes the "new normal" (Mark Brown, DominionPost).It is time that we begin changing our thinking about the‘place’ of learning for both learners and staff.We need to let go of the tradition of universities asbeing a ‘singular place’ where learning and teachingoccurs.Distributed learning spaces are the future. 72